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2003

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Articles 31 - 51 of 51

Full-Text Articles in Education

September 11, 2001, As A Teachable Moment, Edward Zlotkowski Jan 2003

September 11, 2001, As A Teachable Moment, Edward Zlotkowski

To Improve the Academy: A Journal of Educational Development

The Opening Plenary at the 2001 POD Conference was given by Edward Zlotkowski. Using the reactions to the events of September 11, 2001, as an example, he urged those in higher education to search out opportunities for academically based civic engagement and to focus on Boyer’s concept of the scholarship of engagement.

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Internationalizing American Higher Education: A Call To Thought And Action, Deborah Dezure Jan 2003

Internationalizing American Higher Education: A Call To Thought And Action, Deborah Dezure

To Improve the Academy: A Journal of Educational Development

In the wake of the World Trade Center disaster, many faculty developers are asking themselves what they do to promote international peace and understanding. But even before these events, there has been an indication that there was a pressing need to focus on global competencies as an important part of higher education for the 21st century. The purpose of this essay is threefold: 1) to summarize the research on the status of internationalization on American campuses, 2) to make the case for the active involvement of faculty developers in internationalizing higher education, and 3) to offer strategies with which we …

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Assessing And Reinvigorating A Teaching Assistant Support Program: The Intersections Of Institutional, Regional, And National Needs For Preparing Future Faculty, Kathleen S. Smith Jan 2003

Assessing And Reinvigorating A Teaching Assistant Support Program: The Intersections Of Institutional, Regional, And National Needs For Preparing Future Faculty, Kathleen S. Smith

To Improve the Academy: A Journal of Educational Development

This article discusses an assessment of an 11-year old teaching assistant (TA) support program at a Research I institution. The TA support program was developed on the premise that professional preparation of teachers includes fundamental teaching competencies or skills that call be identified, developed, and evaluated (Simpson & Smith, 1993; Smith & Simpson, 1995). The purpose of this longitudinal study was to identify and enhance the institutional enabling factors that help graduate teaching and laboratory assistants in performing their duties and in using their graduate experience to prepare for careers at a variety of academic institutions.

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Transforming Instructional Development: Online Workshops For Faculty, Laurie Bellows, Joseph R. Danos Jan 2003

Transforming Instructional Development: Online Workshops For Faculty, Laurie Bellows, Joseph R. Danos

To Improve the Academy: A Journal of Educational Development

Two vastly different institutions, the University of Nebraska, Lincoln and Delgado Community College, cooperated in the delivery of online faculty development workshops in syllabus construction. This chapter describes the experiences of a flagship university and an urban community college in employing electronic delivery of the same workshop content to their respective faculty members. It shares successful and unsuccessful strategies, nuts and bolts, and the discovery of an unexpected, pleasant irony: The technology that can separate and isolate us has the potential to bring us together, as though we were on electronic legs in a virtual Athenian agora.

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Integrity In Learner–Centered Teaching, Douglas Reimondo Robertson Jan 2003

Integrity In Learner–Centered Teaching, Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Learner-centered teaching challenges teachers with inherent conflicts and can be viewed as a conflicted educational helping relationship. This chapter explores fundamental conflicts in learner-centered teaching as well as ways to handle them constructively. Learner-centered teacher integrity is seen as the degree to which contradictory demands on the teacher (e.g., facilitating learning as well as evaluating it) are brought into synergistic relationship. A process for enhancing these synergies is suggested. This discussion emerges from a line of work that attempts to further develop the learner-centered teaching role in higher education (Robertson, 1996, 1997, 1999a, 1999b, 2000a, 2000b, 2000c, 2001).

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Undergraduate Students As Collaborators In Building Student Learning Communities, Candyce Reynolds Jan 2003

Undergraduate Students As Collaborators In Building Student Learning Communities, Candyce Reynolds

To Improve the Academy: A Journal of Educational Development

Colleges and universities have recently used the concept of learning communities as a strategy to improve undergraduate student learning. This chapter describes a learning community approach where upper-division undergraduates serve as mentors for freshman and sophomore students and develop and sustain learning communities with faculty partners. The impact of this program is described and implications are discussed.

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Improving Teaching And Learning: Students' Perspectives, X. Mara Chen, Ellen M. Lawler, Elichia A. Venso Jan 2003

Improving Teaching And Learning: Students' Perspectives, X. Mara Chen, Ellen M. Lawler, Elichia A. Venso

To Improve the Academy: A Journal of Educational Development

Despite much debate among educators over methods to improve the climate and effectiveness of teaching and learning, very limited effort has been directed toward seeking input from students. In this study. a survey of students’ opinions regarding college teaching and learning was given in six courses with 163 students completing the survey. This chapter analyzed the survey results and proposed specific strategies that professors can use to make teaching engaging as well as informative, and thus, to enhance student learning.

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Accommodating Students With Disabilities: Professional Development Needs Of Faculty, Sheryl Burgstahler Jan 2003

Accommodating Students With Disabilities: Professional Development Needs Of Faculty, Sheryl Burgstahler

To Improve the Academy: A Journal of Educational Development

Faculty members play an important role in making academic programs accessible to postsecondary students with disabilities. However, instructors do not always possess the knowledge, experiences, and attitudes that result in the most inclusive environment for these students. A literature review was conducted to explore what faculty members need to know about accommodating students with disabilities in their courses and how they can best gain this knowledge. These results were used to develop a comprehemive set of training options that can be used with postsecondary instructors nationwide. The content of these options focuses on legal issues, accommodation strategies, and resources. Modes …

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Are They Really Teachers? Problem–Based Learning And Information Professionals, Michael Anderson, Virginia Baldwin Jan 2003

Are They Really Teachers? Problem–Based Learning And Information Professionals, Michael Anderson, Virginia Baldwin

To Improve the Academy: A Journal of Educational Development

Traditionally, working with teaching faculty is the primary consulting role for most faculty development professionals. The boundaries, however, are not always clear regarding instructional assistance that is provided to other personnel. This chapter demonstrates how collaboration among faculty consultants and information specialists can result in enhanced library utilization and better research-related instruction. Our model uses problem-based learning (PBL) as a vehicle for teaching research and retrieval skills in either a single class experience or in multiple classroom visits with an engineering librarian.

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The Day After: Faculty Behavior In Post–September 11, 2001, Classes, Michele Dipietro Jan 2003

The Day After: Faculty Behavior In Post–September 11, 2001, Classes, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

What is the best thing to do in the classroom in the face of a tragedy like the terrorist attacks of September 11, 2001? What should instructors do to help students, if anything? This article describes the results ofa faculty survey at Carnegie Mellon University. Faculty reported what actions they took in the classroom to help their students (or their rationales for not mentioning the attacks), and their degree of confidence on the effectiveness of their behaviors. Statistical techniques are used to assess the significance of some trends, and implications for faculty developers are discussed in light of cognitive, motivational, …

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Introduction. Volume 21 (2003), Catherine M. Wehlburg Jan 2003

Introduction. Volume 21 (2003), Catherine M. Wehlburg

To Improve the Academy: A Journal of Educational Development

Introduction to volume 21 (2003) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University.

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The Knowledge Survey: A Tool For All Reasons, Edward Nuhfer, Delores Knipp Jan 2003

The Knowledge Survey: A Tool For All Reasons, Edward Nuhfer, Delores Knipp

To Improve the Academy: A Journal of Educational Development

Knowledge surveys provide a means to assess changes in specific content learning and intellectual development. More important, they promote student learning by improving course organization and planning. For instructors, the tool establishes a high degree of instructional alignment, and, if properly used, can ensure employment of all seven best practices during the enactment of the course. Beyond increasing success of individual courses, knowledge surveys inform curriculum development to better achieve, improve, and document program success.

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Collaborative Design Projects: Evaluating Students' Online Discussions, S. R. Lambert Jan 2003

Collaborative Design Projects: Evaluating Students' Online Discussions, S. R. Lambert

Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers

This paper reports on the author’s work to evaluate student online discussion, a learning tool used in a face-to-face graphic design subject centred around a collaborative design project. A modified teaching and learning model with new online resources was trialled with approx 45 undergraduate design students in session 1 of 2003. The 4 students in each project team were allocated a specific role based on contemporary design studio practice. An online discussion space was set up for each project team. A number of evaluation techniques were used including a content analysis of online discussion postings on which this paper focuses. …

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Necessary Steps: A Bereavement Support Program For Children And Their Families, Michael Hass, Kathy Mccaleb, Annette Iversen, Karin Crilly Jan 2003

Necessary Steps: A Bereavement Support Program For Children And Their Families, Michael Hass, Kathy Mccaleb, Annette Iversen, Karin Crilly

Education Faculty Articles and Research

A manual for running grief support groups for children.

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Determining Critical Subject Matter Content For A Safety Certification Program For Youth Employed In Agricultural Production, Robbie R. Ortega, Roger L. Tormoehlen, William E. Field, Mark Balschweid, Krisanna L. Machtmes Jan 2003

Determining Critical Subject Matter Content For A Safety Certification Program For Youth Employed In Agricultural Production, Robbie R. Ortega, Roger L. Tormoehlen, William E. Field, Mark Balschweid, Krisanna L. Machtmes

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Purdue University is conducting research to evaluate the effectiveness of an interactive CD-ROM and Internet-based curriculum teaching teenaged youth critical production agricultural safety and health-related information required under the Federal Hazardous Occupations Order. Selected community-based teaching strategies were evaluated and compared for their effectiveness in developing knowledge, changing attitudes and behaviors and improving practices related to the safe operation of agricultural tractors and machinery. This paper summarizes the methodology and outcomes of research conducted to identify and validate the core safety-related competencies upon which the curriculum was based. A preliminary set of competencies was developed using mandated training requirements, past …

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Shi‘A Ismaili Tradition In Central Asia: Evolution, Continuities And Changes, Sarfaroz Niyozov Jan 2003

Shi‘A Ismaili Tradition In Central Asia: Evolution, Continuities And Changes, Sarfaroz Niyozov

Institute for Educational Development, Karachi

No abstract provided.

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Annual Report Of Research And Creative Productions By Faculty And Staff From January To December, 2003., Office Of Research And Sponsored Programs. Morehead State University. Jan 2003

Annual Report Of Research And Creative Productions By Faculty And Staff From January To December, 2003., Office Of Research And Sponsored Programs. Morehead State University.

Office of Research and Sponsored Programs Reports and Publications

Annual Report Of Research and Creative Productions by Faculty and Staff from January to December, 2003.

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Research Profile, Brent C. Miller Jan 2003

Research Profile, Brent C. Miller

ADVANCE Library Collection

No abstract provided.

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Space Dynamics Laboratory, J. Steven Hansen, Gayle Bowen Jan 2003

Space Dynamics Laboratory, J. Steven Hansen, Gayle Bowen

ADVANCE Library Collection

No abstract provided.

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Utah State University Research Foundation Jan 2003

Utah State University Research Foundation

ADVANCE Library Collection

No abstract provided.

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What Works For Women In Undergraduate Physics?, Barbara L. Whitten, Suzanne R. Foster, Margaret L. Ducombe Jan 2003

What Works For Women In Undergraduate Physics?, Barbara L. Whitten, Suzanne R. Foster, Margaret L. Ducombe

ADVANCE Library Collection

The predominance of men in physics remains a puzzle. To attract talented women and minorities, the culture of college physics needs a makeover. In 1998, women received about 40% of the bachelor's degrees in mathematics and chemistry, but only 19% of the bachelor's in physics. That underrepresentation worsens at higher levels: The same year, women constituted 13% of physics PhD recipients and 8% of physics faculty members.(1) According to NSF, the community of working PhD-level physicists in 2000 was 84% white and 93% male.(2) What accounts for such stark numbers?

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